ASSESSMENT IN LEARNING 1

Chapter 1: Shift of Educational Focus from Content to Learning Outcomes

JOHN LEE C. BARBA BEEd 2-A

EXERCISES

A. Give and explain 3 characteristics of OBE.

 It is student-centered, focusing on Student Learning Outcomes

(SLO) and placing the students at the center of the process.
 It is faculty-driven, with a focus on learner’s mastery over a
particular skill, and student thinking is facilitated and
encouraged.
 It is meaningful, with a focus on empirically measuring
students’ performance (outcomes) and operating through the
setting up of standards.

B. Distinguish among institutional, program, course and learning

outcome.

Institutional outcomes are broad statements that represent the

values of an institution1. They help shape and inform the academic
culture of an institution and decide the type of graduate profile
an institution aspires to have. Institutional outcomes can be
defined and measured in such a way that evidence is available to
determine the amount or degree to which the outcome does, in fact,
occur.
Program outcomes are measurable statements that describe what
students should be able to do or know after completing an academic
program. Program outcomes are used to assess the quality and
effectiveness of the program and to inform improvement efforts.
Program outcomes can include skills, competencies, and “big ideas”
that students can apply or use in different contexts.
Course outcomes are statements that describe what the students
are expected to learn and do at the end of a course. They should be
observable and measurable, and aligned with a taxonomy of learning.
Course outcomes are different from program outcomes, which
represent the knowledge, skills and attitudes the students should
have at the end of a program.
Learning outcomes are specific statements of what students
will be able to do when they successfully complete a learning
experience. They describe the knowledge, skills, or expertise that
a learner will get from a learning activity, such as a training
session, seminar, course, or program. Learning outcomes are always
written in a student-centered, measurable fashion that is concise,
meaningful, and achievable.

C. The following statements are incorrect. On the black before each

number, write the letter of the section which makes the statement
wrong, and on the blank after each number, re-write the wrong
section to make the statement correct.
D. The following are educational objectives for the subject Elementary
Science (K to 12). For every educational objective, formulate two
learning outcomes.
Educational Objectives Learning Outcomes
1. To provide instructions 1.1 The students can
that will enable the express their ideas
students to understand and thoughts
their immediate physical pertaining to the
environment by using subject matter.
their senses,
questioning, sharing 1.2 The students can share
ideas, and identifying ideas together with
simple cause and effect their classmates in
relationships. identifying cause and
(Cognitive Objective) effect relationships.
2. To equip the students 2.1 The students can make
with the skill to predictions of what
conduct guided might happen before,
investigation by during and after the
following a series of disaster.
steps that includes
making and testing 2.2 The students can
predictions, collecting suggest possible
and recording data, explanations towards
discovering patterns and any situations.
suggesting possible
explanations
(Psychomotor Objective)
3. To encourage among the 3.1 The students can
students a deep appreciate the
understanding and different farm animal
appreciation of the and plants found in
differences of the plant the locality.
and animal groups found
in the locality. 3.2 The students can give
value to the
importance of the
different plants and
animal found in the
locality.

E. Differentiate each of the following pairs by explaining the meaning

of each and giving examples for further clarification.
1. Educational Objective and Learning Outcome

Learning outcomes and educational objectives are different in the

following ways:
 Learning outcomes represent what is actually achieved at the end of
a course, whereas objectives represent what was intended to be
achieved.
 Objectives are the intended results of instruction, whereas
outcomes are the achieved results of what was learned.
 A learning objective is the instructor’s purpose for creating and
teaching their course, whereas learning outcomes are the specific,
measurable knowledge and skills that the learner will gain by
taking the course.
 Objectives state the purpose of the learning activity and what the
instructor hopes to have achieved by its end, whereas outcomes are
drafted in such a way that they directly convey to the learner what
they will achieve from the course.

2. Immediate Outcome and Deferred Outcome

Immediate outcomes are competencies or skills acquired upon

completion of a subject, a grade level, or a course. However,
Deferred outcomes are competencies or skills that are expected to
be demonstrated after a period of time, such as after graduation or
employment. For example, passing an exam is an immediate outcome,
while getting a promotion is a deferred outcome.

3. Content and Learning Outcome

Content and learning outcomes are two related but different

concepts in education. Content refers to the subject matter that is
intended to be covered by the teacher, while learning outcomes
refer to the knowledge and skills that the learner should acquire
by the end of the course. Content is more teacher-centered, while
learning outcomes are more learner-centered. Content-based
education focuses on memorizing facts, while outcomes-based
education focuses on applying concepts. Learning outcomes also help
to guide the assessment of the learner’s progress.

4. Institutional Outcome and Program Outcome

Institutional outcomes are statements of what the graduates of an
educational institution are supposed to be able to do beyond
graduation. Program outcomes are what graduates of particular
educational programs or degrees are able to do at the completion of
the degree or program. Institutional outcomes provide guidance to
program directors and departments for the development of program
outcomes. Program outcomes are mapped to the institutional outcomes
and show how students achieve institutional outcomes in that
academic program.

5. Program Outcome and Course Outcome

Course outcomes are incremental knowledge and skills that
students develop bit by bit throughout the program, and are
typically narrower than program outcomes. Program outcomes, on the
other hand, characterize what individual ingredients make once they
are prepared and integrated1. Achievement of each program-level
learning outcome is usually demonstrated through successful
completion of a cluster of courses, with increasing levels of
proficiency achieved in different courses as made explicit on a
detailed curriculum map.

6. Subject-Centered Instruction and Content-Centered Instruction

Differentiate between student centered instruction and content
centered instruction

 A teaching method known as "student-centered instruction"

centers learning more on the pupil than the teacher. Teachers
and students collaborate to learn together through student-
 centered instruction. To put it another way, pupils actively
participate in their education.
 Student-centered instruction, on the other hand, usually
refers to methods of teaching that, for instance, give
students opportunities to direct learning activities, engage
in discussions more actively, create their own learning
projects, investigate subjects that interest them, and
generally contribute to the design of their own course.
 The foundation of the content-centered curriculum is the
assumption that each topic contains fundamental knowledge
that, when mastered, will result in an informed child.
Children are best educated by exploring different subject
areas and learning what is presented there.
 Language is less of a focus in content-based training.
However, teaching languages is the main objective. Simply put,
rather than being the topic, language becomes a tool for
learning new things. For instance, a course on French cuisine
might be given to the students.
 The focus of teachers' teaching strategies is on the needs and
interests of each individual student in student-centered
learning. For students to benefit from their education to the
fullest, the term includes educational initiatives, student
learning experiences, and academic assistance techniques.